MicroscopyEducation
Figure 2: The OEMP incorporates theoretical lectures, a specimen database, and a virtual fluorescent screen for laboratory practice. Contributed data allow for expanding the platform. Users
can submit information about different types of specimens, images of specimens, and spectral data for use in the micro- scope simulator. Instructors may also submit their own pre- sentations to expand the lecture content available for students. Users may also select a syllabus based on subject matter
(such as Physics or Biology), or fully customize their own syl- labus on a chapter-by-chapter basis (Figure 4). Users may then select a simulator mode (learning, introduction, or self-assess- ment) and specimen image to use in the simulator (Figure 5). Te selected mode determines the level of guidance, with the introduction mode including step-by-step instructions,
the
learning mode providing supplemental information on spe- cific tasks, and the self-assessment mode acting as a means for users to test their own knowledge. Over 60 users have used the OEMP. It has been used in a TEM class at PSU, as well as by independent students seeking training outside of a standard class setting.
Learning Environment of the OEMP A variety of interactive educational content is integrated with the simulator. Tis content includes:
• Lectures: Features searchable presentations with audio notes and embedded content, including videos and adjust- able graphs.
• Q&A: Users can search previously answered questions or submit new questions.
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• Tools: Provides interactive animations, demonstrations, and applications designed to improve student understanding.
• Homework: Provides multiple-choice quizzes on the lecture material.
• My Curriculum: Provides a selected syllabus for the current course of study.
• Group Study: Provides a collection of chat rooms to support student communication with each other and with instructors.
• Notepad: Provides an area for users to take notes. Also included are general help windows and other guid-
ance, such as start-up steps and alignment help. When a user attempts to perform an action that could damage a real micro- scope, an error message appears explaining the risks and guid- ing the user on how to safely proceed. Te user interface is adjustable, with users able to freely open,
close, move, and resize the windows associated with each piece of educational content. Users can also show or hide the microscope controls and apertures and can move them around the screen or lock them in place. Tis lets each user adjust their learning envi- ronment to best meet their needs and educational goals.
Classroom Evaluation Method and Results To test the effectiveness of the OEMP as an educational
tool, we made it available to students in a TEM class at PSU. We tracked usage and progress in the simulator and surveyed stu- dents on their experience using the OEMP (Figure 6). Students considered the OEMP to be helpful, with one stating that “the
www.microscopy-today.com • 2020 March
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